Technostress in Teachers’ Professional Activity: A Needs Assessment in Early Childhood Education in Lithuania

Abstract

Research purpose. This research aims to investigate technostress in the professional activity of early childhood and pre-primary education teachers in Lithuania, including its prevalence, sources, consequences, and measures for its reduction.

Design / Methodology / Approach. A survey based on established theoretical frameworks of technostress and the Job Demands – Resources model was conducted, and a quantitative needs assessment instrument (a questionnaire) was developed. The survey involved 170 Lithuanian early childhood and pre -primary teachers. Data were analysed using descriptive statistics, including frequencies, percentages, and related indicators.

Findings. The research revealed that technostress is present in the professional activity of early childhood and pre – primary education teachers. The results showed intensive use of digital technologies in teachers’ professional activities and identified information overload, workload, technological changes, and technical problems as the main sources of technostress. The findings also suggest that technology use has a dual impact on teachers’ professional activity and well – being. While digital technologies were perceived as facilitating work performance, they were also associated with increased fatigue and stress. The results further highlight the importance of organisational, technological, and professional support measures aimed at reducing technostress. The findings indicate that although the reported level of technostress was moderate, technology – related stressors are regularly encountered in teachers’ professional activities and therefore require continuous attention from educational institutions and policymakers.

Originality / Value / Practical implications. Results indicate that the majority of Lithuanian early childhood and pre-primary education teachers who participated in the research agree on the need for various organisational, technological, and professional development measures that can reduce technology-related stress. This suggests that the research is significant not only for determining the scope of the problem but also for formulating practical recommendations aimed at reducing technostress in educational practice. The research findings also support decision – making related to teacher professional development, digital competence enhancement, and the provision of organizational and technical support in educational institutions.